The Wife of Bath and the Battle of the Sexes Essay -- The Canterbury T

How far do you concur that in the skirmish of the genders it is the spouse of Bath who has the most effictive weapons and reinforcement? The Wife sees the connection among people as a fight wherein it is critical to pick up the advantage, 'Oon of us two must bowen, douteless' Her reinforcement was to be sure important, as in Medieval England, ladies definitley were peasants who were seen as products and belongings, with no budgetary freedom. They were frequently beaten, and it is obviously in the Wife's temperament to secure herself. She utilizes weapons like her sexuality and her childhood to cause her spouses to endure, to such an extent that they feel inept. 'How pitously a-night I made trim swinke!' This weapon was exceptionally compelling with initial three spouses who she figured out how to command, 'I hadde fix hoolly in myn hond' furthermore, they gave over 'lond and hir tresoor' as she with held sex so as to get her own particular manner with them. The Wife likewise utilized a weapon of double dealing and she unmistakably remarks that ladies have this weapon from birth, 'Swere and lyen as a womman kan' She discloses to her crowd tha... ...nce is that she is by and by in charge as 'he yaf me al the bridel in myn hond To han the administration of ous and lond' In spite of the fact that her marriage with her fifth spouse is rarely settled and there is no victor since he kicks the bucket while she is on a pilgrimmage, she has a decent fight, and likely the most troublesome of every one of her husbands. The general picture is of a Wife who has positively stayed the course. To be expected as her mysterious sign is Mars, inferring quality in war. She is as yet sure and hoping to invite spouse number 6.

Description Essay

During my time as a kid, I visited such a significant number of spots with my family all through Southern California. Perhaps the best memory was the point at which I visited Lake Arrowhead. Situated in the lovely heaps of San Bernardino, Lake Arrowhead is a little city where each family would appreciate living in. Not exclusively is Lake Arrowhead Village an extraordinary spot to live yet incredible spot to appreciate nature’s magnificence whenever of the day. I recollect Lake Arrowhead for its wonderful view, it is family-arranged, and it has numerous open air exercises. While visiting Lake Arrowhead in the winter time, I fell head over heels with the excellent view that nature brought upon my eyes. As I showed up to the house at night, I turned upward and I had the option to see the stars that lit up the sky above me. As I stroll down to the lake, I had the option to hear the crickets’ trilling and the owls hooting as they hear the snapping of the snow that I’m venturing upon. As I glance through the skyline of the day off, saw the ceaseless slant falling towards the lake that clearly was solidified. As I sat on one of the unfrozen advances, I turned upward by and by, and I see the lovely full moon sitting on a cloud. The stars sparkled significantly more splendid when the moon flickered its light rational. The lake looked truly quiet and I just observed two or three waves being brought about by a female duck and her ducklings swimming in the lake. In the first part of the day when I looked outside the window, the sun sparkled wonderfully through the icicles that dangled down the side of the house. At the point when I drove down to the city, you can see the urban areas that are adrift level. As I kept looking down, I see the mists ascending the mountains. Furthermore, as I connect of the car’s window, I can feel the reviving fog that contacts my fingertips. The landscape of the urban communities down beneath can’t never again be seen due to the mists the spread the scene like a cover that extends miles away over the sky. While strolling through the woodland, the leaves continued falling individually. As the night approaches by and by, the dusk looks like on the off chance that somebody painted it correctly to seem like an orange-ish and purple like sky as it gets darker consistently it passes. Other than having wonderful view, Lake Arrowhead is family-arranged. While going through the end of the week in Lake Arrowhead, I got the chance to invest a lot of energy with my family. In The Lake Arrowhead Village my family and I got the opportunity to eat in a Mexican situated eatery called â€Å"Papagayos†. While eating in Papagayos, I got the chance to chat with my family about numerous circumstances that we never had spoken about. For example, I discussed what I figured I ought to do as my profession. My family upheld my choice and is helping me get to it. We likewise got an opportunity to investigate their outside shopping center. There are numerous occasions in The Lake Arrowhead Village that are family arranged, for example, family ability appears. Each Saturday, there is a competion for nearly everything. There are times where they open up a reasonable near the town for the end of the week. Me and my siblings got the chance to play a large number of the matches and dominated numerous prizes. In Lake Arrowhead, there are numerous pleasant exercises all over for families to make the most of their time regardless of in what season we are in. Other than having an excellent view and being family-arranged, Lake Arrowhead has numerous kinds of open air exercises all through the whole year. During spring time, you can run for a significant distance while getting a charge out of the warm sun beams hitting your back. You can likewise climb between make of the hotels that give mountains that are protected to ascend. Throughout the late spring, you can make the most of your time playing numerous games, for example, volleyball. You can likewise invest your energy onâ your private pontoon and swim in the lake at whatever point there are heatwaves. Numerous individuals get their tan at whatever point the sun is extremely brilliant. In fall,

Commencement 2009

Commencement 2009 Now that its been almost three months since I graduated, I figure its about time to blog about it. Turns out Im just as bad as blogging things on time as I always have been. Sorry about that. So. I graduated. And took lots and lots of pictures for your enjoyment. I woke up super early so I could stand around the track in the athletic center for several hours for no apparent reason. Hopefully my blurry photo does something to capture the huge number of people milling around in caps and gowns. I originally thought that we needed to report extra early so that we could have the details of the day explained to us. No such luck. We checked in at a pre-determined station and then just stood around, chatting with friends for a few hours before starting the procession. Throughout the procession were people with clipboards who checked and re-checked that we had all stayed in the right order. Not a single thing was ever explained to us- people just directed us around and we went along with it. It all went perfectly smoothly, but it was pretty frustrating being left totally in the dark. It also seemed unnecessarily complicated- everyone was confused when station 17 left the gym first. I mean, why not just re-number station 17 as station 1, if theyre going to be first? As I was wondering about this, and discussing the stupidity of it with my classmates, I realized why no one explained anything to us. It was exactly because wed start having this conversation- organizing MIT students i s nearly impossible, because no matter what you do, someone else thinks they can do it a more efficient way and tries to change it in the middle. (Trust me, I lived through a few painful examples.) As annoying as it was, I have to give props to whoever organizes the whole thing for the wise insight to not explain any more than was absolutely necessary to the graduates. We walked out onto the astroturf, down Dorm Row, and towards Killian Court. I took a photo of my Brass Rat- it was the last time Id be wearing it beaver down. Kelly 09 is giving an excited thumbs up. Shes quite the character. I had to look at my photos carefully to make sure I didnt include any where she was making a rude gesture. =) Then came an unbelievably cool moment that I think will stay with me for a really long time. We walked through the tent and out onto Killian Court and an awesome view of the Great Dome to the soundtrack of Pomp and Circumstance. Its not something to be described so much as experienced, but it was sort of the exact moment when you realize Oh my God, Im about to graduate from MIT. Thats AWESOME. Its like the complementary bookmark to the equally memorable moment of opening your acceptance letter and realizing, Oh my God, Im about to go to MIT. Thats AWESOME. (Believe it or not, back in the day, we used to get our decision letters in the mail. Im a dinosaur, I know.) We took our seats and waited for all 1500 of us to file into Killian. Then Deval Patrick, the governor of Massachusetts, made a speech. No offense, but it was pretty boring. (It was also almost exactly the same as every other graduation speech hes made in the past 2 years. It was leaked to us in a joke flyer that was handed out before the ceremony, advising us to look out for certain keywords and stories that were sure to make an appearance.) Its only been a couple of months, but I dont remember a single thing he said except, I know none of you are going to remember anything I say today. Boring speaker or not, I guess that makes him pretty smart. Then Susan Hockfield got up and made another speech. I dont even remember if it was boring or not. I hope none of this sounds too disrespectful, but really, most of us were too excited to really pay attention to anything. We were too busy talking to our friends and throwing beach balls around and waiting for the moment when we got to turn our rings around. Theres a tradition surrounding the Brass Rat (MITs class ring). Students get their rings at the end of sophomore year, and wear them with the beaver facing towards them. Once they graduate and become alumni, they wear the ring the opposite way, with the beaver facing outwards. (There are also traditional colorful explanations about why the beaver sits on the student until graduation, but I leave that as an exercise for the reader.) Turning your brass rat around at commencement is a milestone everyone looks forward to, almost from the moment they first slip the ring on their finger. And while it was pretty exciting, it was immediately followed by hundreds of exclamations of it looks so weird that way! After that it wasnt long before I shook hands with President Hockfield and claimed my diploma. This is really the moment I looked forward to. It was like a final, triumphant gesture saying, Aha! MIT, you were a worthy adversary! But despite your sleepless nights and insanely hard problem sets, I have conquered you! And then I put my fists on my hips in a superhero pose. But not really. I was near the beginning of the ceremony (Degrees are awarded alphabetically by school, numerically by course, alphabetically by last name, and alternating graduate and undergraduate. Dont worry, its nearly impossible to understand, even when youre standing there counting down the names until they call you.) so after getting my diploma I got to spend a lot of time sitting around while everyone else got their diplomas. I started reading the book I had snuck in with me. Finally, the ceremony was over and we got to start the fun of taking a million pictures. I normally hate getting my picture taken (ask me about prom sometime, ugh) but this was actually kind of fun. My grandma made the trip up to watch me graduate. My sister decided that she should be the one holding my diploma in the pictures so I had to steal it back and protect it from her. (My sister is 18, my parents and I just dropped her off at her freshman dorm about a week ago.) Me and my parents. And of course, the Conner 2 delegation! Our old GRT, Chris, was supposed to graduate two years ago but had a lot of technical hangups that needed to get cleared up first. So he moved to DC with his wife while he ironed out the kinks, and then came back to graduate with Adelaide, Rick and I, which we were very excited about. So of course we had a Conner 2 reunion (Chris and I had both left the floor, technically, although I hadnt gone very far). By the way, I know it may look as if Im dressed nicely underneath my gown, but looks can be deceiving. I knew that to survive the hours-long ceremony I would need my cell phone, my camera, a book, and some snacks. I also knew they wouldnt allow us to carry bags into the ceremony, which left only one attire choice: cargo pants. So I found an appropriate black t-shirt that would blend in with the collar of my gown and my cargo pants with the biggest pockets. Then I rolled the pants up so they wouldnt show beneath the hem of my gown, and put on some nice but comfortable shoes (which I bought in Madrid for 6 euros- believe or not, those shoes are a huge fashion trend in Spain) and figured no one would know the difference. Well, my mom made fun of me, but I think it just represents the MIT ingenuity that will serve me for years to come. After the Conner 2 reunion, I ventured over to the first aid tent to say hi to the EMTs. This might have been the most fun part of my day. I havent been involved in the organization for the past year, but I really love all the people in the group and missed them a lot, so it was great to see them on commencement day. I listened intently while our supervisor, Mark, brandished my own diploma at me while dispensing life advice. Mark is great. Like I said, there were a lot of pictures. My sister just wouldnt stop snapping her camera. There are actually quite a few photos of the back of my head walking in front of her, on the phone coordinating the Conner 2 reunion, and waving sarcastically to my sister as she took a picture of me talking with my friends. But mostly, there are lots of pictures showing just how excited I was. After all of that we headed back to the dorm for a few hours. Then Sarah, Adelaide and I went out to dinner with all our families. (It was a pretty enormous group for only 3 graduates.) The next day we packed my dads pickup truck to the brim with all my stuff and headed back to New Jersey. And now? Well, now Im hanging out at home, searching for a job, and working at the awesome summer job I had before I ever left home for MIT. Thats right, I graduated from MIT and promptly got a job as a lifeguard at a waterpark. The skys the limit when youre an MIT engineer. =) Post Tagged #Commencement

Substance Abuse At Tulane Reily Center - 930 Words

Last week I have been on my first A. A. meeting that was held at Tulane Reily Center. Because I have not been exposed to the issue of substance abuse before, I did not know what to expect and, frankly, was a little scared. I did not know how people who have real issue would react to me, what questions they might have, and whether they will be welcoming to the newcomers- observers or not. Watching television, I had some idea of what it would be like – chairs placed in a circle, middle-aged group of people, mostly males, depressed facial expression and stories, full of pain. Arriving there, I was surprised, shock and overwhelmed by the experience at the same time. First, I have noticed how young all of the participants are, most of them barely reaching the age of 21. There were roughly 15 people, 2/3 were females. I could not believe when I first arrived that they were there because they were having an addiction. Moreover, the atmosphere of the group was welcoming, and half of the group seemed cheerful and healthy, the other half seemed melancholic and attentive. The meeting started with the welcoming greetings from the facilitator, and she read some rules for the meeting from a â€Å"12 Traditions† book: keep confidentiality, stay in the â€Å"here and now†; make â€Å"I† statements, share feelings, no crosstalk or advice giving. There was some tension when it was time for someone to share the story, so we all sat patiently and waited when someone would finally have enough courage to talk

Diabetes Diabetes And Digestive And Kidney Diseases

Diabetes mellitus has risen to epidemic proportions in the United States, from 1980 through 2011, the number of adults with diabetes has increased immensely from 5.5 million to 19.6 million (Centers for Disease Control and Prevention [CDC], n.d.). Diabetes global prevalence research by Wild, Roglic, Green, Sicree, and King (2004) predicted that, the total number of people with diabetes will rise from 171 million in 2000 to 366 million in 2030. Diabetes has many causative factors that encompass genetic, lifestyle, and environmental categories. Diabetes can vary in different individuals in correlation with their surrounding population and environmental exposures. Individuals who manage their diabetes often need specific plans and counseling. The National Institute of Diabetes and Digestive and Kidney Diseases [NIDDK] (2014) describes, diabetes as a disorder of metabolism, and it develops when the body cannot make enough insulin or is unable to use it effectively and release it into the blood. In short, people with diabetes have high blood sugar or glucose. The NIDDK (2014) explains the following: Over time, high blood glucose damages nerves and blood vessels, leading to complications such as heart disease, stroke, kidney disease, blindness, dental disease, and amputations. Other complications of diabetes may include increased susceptibility to other diseases, loss of mobility with aging, depression, and pregnancy problems. No one is certain what starts the processes thatShow MoreRelatedA Brief Note On Diabetes And Digestive And Kidney Disease Essay1649 Words   |  7 PagesUnit 7 Assignment: Unfolding Case Study Diabetes is one of the leading causes of death. More people get diagnosed with diabetes every year and according to the National Institute of Diabetes and Digestive and Kidney Disease (NIDDK) (n.d.) that â€Å"As of 2014, 29.1 million people in the United States, or 9.3 percent of the population, have diabetes† (para. 2). Diabetes has become an epidemic not only in this country, but also around the world that even newborns are not exempted from it. This paper aimsRead MoreThe Health And Economic Consequences Of Diabetes1594 Words   |  7 Pages Diabetes affects 18.2 million people in the United States. It is often referred to by doctors as diabetes mellitus and described as, â€Å"†¦ a metabolic disease in which the person has high blood sugar †¦Ã¢â‚¬  (Collazo- Clavell et all. 2009), either because the insulin is inadequate or the body’s cells don’t respond well to the insulin. The health and economic consequences of diabetes are considerable. The majority of people that have diabetes live in low and middle income countries, where the prevalenceRead MoreUnit 21 - Nutrition1119 Words   |  5 Pageskeep strong. Diabetes Diabetes is a chronic medical condition characterized by elevated blood sugars. One of the primary treatments for diabetes is diet. MayoClinic.com says people with diabetes do not have to eat special food, they just need to eat the same amount of food every day and at the same time. If people eat consistently and regularly, their carbohydrate intake will be the same from day to day and their blood sugars will stay in control. Kidney Disease The kidneys are responsibleRead MoreDiabetes Essay examples1471 Words   |  6 PagesDiabetes In the United States, an estimated 16 million people have diabetes. Diabetes is a serious lifelong condition. Half the 16 million people who have diabetes do not even realize the condition exists and are not receiving treatment. 798,000 people each year are diagnosed with diabetes. It occurs most often in adults, but it is also one of the most chronic disorder in children. It is estimated that 123,000 children ages 19 and belowRead MoreCauses And Treatment Of A Kidney1121 Words   |  5 PagesPyelonephritis As kidney is one of the very important organ of the body, its dysfunction may result in the fatal consequences. Unlike any other disruption to the kidney, Pyelonephritis may introduce some serious problem to the elderly. It is an inflammation of the kidney. Though this disease is not prone to old people, most chronic cases occur in people over 60 years of age. Severe cases of pyelonephritis can lead to pyonephrosis (accumulation of purulent material around the affected kidney), systematicRead MoreThe General Symptoms of Diabetes Mellitus Essay3167 Words   |  13 PagesA person suffer from diabetes mellitus has high blood sugar if left untreated. Explain diabetes, blindness and kidney failure Diabetes Definition and diagnostic criteria for diabetes mellitus. Nowadays many people, especially in the developed nations though not solely, suffer from diabetes. American Diabetes Association (2014) had studied that diabetes mellitus is a group of metabolic disorders and which reveal themselves by causing problems in insulin action/-secretion or both and resultsRead MoreDiabetes : Symptoms, Causes, And Treatments1528 Words   |  7 PagesWhat is diabetes? Diabetes, also referred by doctors as diabetes mellitus, in simple words meaning people have too much sugar in their blood stream, or in medical terms, high blood glucose (blood sugar). The reason why people have diabetes because people’s insulin production is not enough, or because their body s cells do not respond properly to insulin, or in some cases, both could be the case. Patients with high blood sugar will most likely experience polyuria (frequent urination), they willRead MoreHypertension Of Diabetes And Diabetes963 Words   |  4 Pagesindividuals over the age of 18 diagnose d with diabetes, 71% had a diagnosis of hypertension (blood pressure of greater than or equal to 140/90) and used prescription medications to lower their blood pressure (CDC, 2014). Reduction in blood pressure was reported to decrease the risk of diabetic complications, such as heart attacks, strokes, blindness, and kidney failure (CDC, 2014). Blindness. In 2008, approximately 4.2 million individuals with diabetes were diagnosed with diabetic retinopathy andRead MoreDiabetes: Getting to Know it Better1435 Words   |  6 PagesDiabetes has become a prevalent disease, due to its drastic increase in diagnosis since the turn of the 21st century. People of all skin color, social class, or ethnicity can fall prey to this lifelong illness. Individuals that do not have diabetes believe that that they know all the basics and precautions of diabetes, but in all reality many people know very little about what diabetes really is. Understanding what diabetes is, can lead to the knowledge of diabetes association with other diseasesRead MoreSymptoms And Treatment Of Diabetes1485 Words   |  6 Pagescomplications of a disease that took a huge toll on their health. I watched my grandfather get multiple infections that cost him his lower legs and then most of his fingers. A once physically strong independent man, reduced to spending hi s time in a wheelchair. I can remember the morning I woke up for school to find my grandmother crying because she could no longer see anything, another complication of the disease that stole the ability to watch her family grow. According to the Center for Disease Control

Aboriginal Suicide Free Essays

string(47) " You fought for bread, you fought for clothes\." Suicide and Healing: Aboriginals Overcoming the Hardships and Barriers Aboriginal peoples have had to endure many tragedies throughout history, which has affected them emotionally and mentally. It is no wonder that this group of people are amongst the highest suicide rates in Canada (Royal Commission on Aboriginal Peoples, 1995). This is a look at those tragedies and how it is tied in with suicide, also mechanisms used by Aboriginals to start the healing process. We will write a custom essay sample on Aboriginal Suicide or any similar topic only for you Order Now Definition of Suicide amongst Aboriginals Suicide and its roots in Aboriginal communities is said to be one of the many outcomes of colonialism and are matters of great concern. The impact of someone dying from suicide affects the family and the community. Many contributing factors of suicide and its attempts in both Aboriginal and non- Aboriginal are as followed: sexual abuse, family violence, solvent abuse, addictions, lack of proper leadership, deterioration of family structure, etc. Studies have shown that the rate of suicide of all age groups amongst Aboriginals is 2 to 3 times higher than compared to the rate of non-Aboriginals. When it comes to the youth it is 5 to 6 times higher. This could be due to the fact that Aboriginal communities are so close knit that when one commits suicide it causes a ripple effect. That being said we must take into consideration that, â€Å"suicide is not just a problem in itself, but the symptom of deeper problems† (Royal Commission on Aboriginal Peoples, 1995, p. 2). Residential Schools In the early 19th century the Canadian government took it upon themselves to educate and care for the Aboriginal peoples. They thought that the best way in doing so was to assimilate Aboriginals with Christian beliefs, the English language and Canadian customs. Their idea was that Aboriginals would take their adoptive lifestyle and teach it to their children, with the notion that the native traditions and practices would be diminished or completely abolished within a few generations. The Canadian government felt that children were easier to mold than an adult (N. A. , 2010). They wished to minimize the amount of contact a child had with his or her parents and elders, so Aboriginal children were forced to relocate off reserve to a boarding school. Here the children would learn how to survive in mainstream society, and forget who they were and what their culture had taught them. The schools were not geared toward academics, but sought to train them in manual labour and industrial work. These Aboriginal children were forced to live, work and learn in unsafe conditions; due to the fact that facilities were not up to par, and the cheapest of supplies were used to erect the buildings (Kirmayer et al. , 2007). The church officials used punishment to humiliate, undermine and cause pain to the children. For instance, upon arriving at the residential school the children were assigned numbers that would identify them and given severe haircuts; hair has tremendous symbolism in many Aboriginal cultures. Many of the children were sexually abused, and in most cases it did not stay closeted in the residential schools, but made its way back to the communities where the victims would then become the perpetrators (Kirmayer et al. , 2007). Indian agents saw the Aboriginals extended family living as unfit and unnatural, and sought to shape them into a ‘normal’ nuclear family. Aboriginal children were taking from their homes and placed in residential schools, which were usually located a significant distance off reserve. This made it nearly impossible for the families to visit one another. The children were allowed to write letters in order to keep in contact with their family, but the letters were looked over by the school officials to ensure no complaints were being made about their harsh treatment. This form of assimilation had a harsh impact on aboriginal community, culture and society. It also took a toll on the parenting practices amongst many of the Aboriginal peoples (Kirmayer et al. , 2007). Impacts of Residential Schools When the law that allowed government officials to take Aboriginal children out of their communities passed, the effects were tragic. Many of the surviving adults are still tremendously traumatised, that they find being a good parent and community member troublesome (Alberta Health, 1995). The amount of abuse that Aboriginal children had to endure during those dark times has been connected to the current suffering of their communities. A lot have turned to alcohol and other substances to deal with their pain; this in turn causes dysfunctional family units and communities. Many of the former students cannot speak their languages and more or less feel too ashamed to teach it to their own children. This is because the staff took it upon themselves to punish ever child who acted or spoke like an ‘Indian’. When the children returned home there was a communication failure with their elders, because they were too ashamed to speak in their language; reasons stated earlier on. Since they could not communicate to one another the opportunity to respect their elders and learn their language and culture diminished. The gap on communication also led to a rejection of their traditional values and beliefs, because the elders were the teachers of the community. While attending the school a significant amount of students were victims to sexual abuse at the hands of educators, fellow students and administrators. But, the abuse didn’t stop there the victimized students began internalizing, normalizing and even recreating the sexual abuse within their own communities. They themselves sought the power those of authority once had on them. This in turn added more dysfunction to the family ties with Aboriginal communities. The parents whose children were taken from them felt guilty, like the children blamed them for the reasons they were being taken, they no longer felt needed anymore. Some may say this is the reason many turned to alcohol and drugs (Kirmayer et al. , 2007). Jealousy and greed were taught in the schools and missions. You fought for bread, you fought for clothes. You read "Aboriginal Suicide" in category "Papers" There was no love involved. You were taken from your family and held in the missions for 10 months straight. The mothers and dads couldn’t exercise their love. Now there are lots of people, who don’t know how to raise kids, because this is what they went through, and that’s what they pass on, because that’s the only thing they know (Alberta Health, 1995, p. 9). The 60’s Scoop The term Sixties scoop refers to the adoption of Metis and First Nations children that took place during the 1960’s. The name was derived due to the fact that during that decade the number of adoptions that took place in Canada was the highest in its history, in most cases children were literally scooped up from their families and community without the consent of their parents and fellow band members. During this time government officials and social works saw the Aboriginal peoples as unfit and could not adequately provide the children with what they needed. One of the reasons they thought this was because their houses were not similar to the Euro-Canadian houses for example; children ate wild meat and bannock and rather than having their cupboards stocked full of food, Aboriginals simply hunted and gathered what was needed. Many of the Aboriginals who were affected saw the removal of their children as a deliberate act of cultural genocide (Sinclair, 2011). About 70% of the children taken from their families were placed in non-Aboriginal homes, many of these homes denied them of their heritage and culture. A vast majority of the foster families told the children they were of a different race such as Italian or French, rather than telling them where they had originally come from. A lot of the children suspected they were of Aboriginal decent, but could not confirm it. This was due to the Government policy that birth records could not be issued unless both the child and parent had given their consent. Many of the children floated from foster family to foster family and never really experienced true stability. On numerous occasions Aboriginal children went from loving, caring and well intentioned Aboriginal families; to places of slave labour and physical, sexual and emotional abuse. For, abuse of any kind was not uncommon and usually covered up, to hide just how unjust the government was (Hanson, 2009). Impacts of The 60’s Scoop Many of the children experienced marginalization, identity confusion, attachment disorders, emotional emptiness, abuse, self-hatred, racism and even substance addictions. These experiences later affected their family units and communities, because they were taught that this was right. A study done in Prince Albert penitentiary found that 95% of incarcerated Aboriginals had been in foster care as a child. Also, a vast majority of surviving children are sexually exploited or live on the streets. This tragedy was yet another blow that language and culture amongst Aboriginals peoples had to endure (Kirmayer et al. , 2007). Linking Tragedy to Suicide As stated earlier both of these tragedies have led to further cases of physical and sexual abuse, but there are links between them and the high number of suicides in Aboriginal communities as well. Studies have found hat mental illness, family breakdown and child abuse are higher in those who have experienced these tragedies than those who haven’t. Some of these mental health problems have been diagnosed as residential school syndrome or RSS, some may say that the government spends too much time trying to diagnose them rather than trying to fix the problem. Aboriginal peoples not only suffered during these times, bu t the long lasting effects still reside with them today. So, Aboriginal peoples are still suffering. In fact, these negative consequences have a substantial impact on Aboriginal families and communities. Although many have not been able to cope with their pain, some have gone on to live healthy and successful lives. The many types of abuse these children faced have been very traumatic, and studies have shown that separation from families has the severest impact on one’s mental health. Suicide itself is associated with emotional deprivation, separation of families and losses in early life. That being said, when the children were separated from their families and taken from what was familiar to them during both of these tragedies spoken of earlier, they became high risk (Kirmayer et al. 2007). There are 4 families of related factors of suicide within Aboriginal communities, they are: * Psycho-biological factors- which are the various mental disorders linked with suicide. * Life history or situational factors- which are the trauma one faces in early childhood, dysfunctional family, unable to relate or trust both peers and members of authority, absence of spiritual and religious b eliefs, imprisonment and substance abuse. * Socio-economic factors- unemployment, poverty, stability, prosperity and low class status. Culture stress- the loss of norms, values and beliefs there were originally to taught to one in their own culture (Royal Commission on Aboriginal Peoples, 1995). Aboriginal Healing Processes Every community and Aboriginal individuals are unique in their own way. But, the beliefs these communities and band members hold are quite similar. In these communities the care and love everyone has for one another is tremendous, they feel a sense of belonging within the larger universe. When looking at any issue within a community the Aboriginal peoples believe that ou can’t just look at one aspect of a person or community, but rather the total person, total community and total environment. In order for a person to be healthy they must take care of themselves as a ‘whole’. For Aboriginal peoples this means that the mind, body, soul and emoti onal spirits must all work together in order for one to be healthy. They also believe in the circle of life, that in order for the human race to progress we must follow the values of balance and harmony. Traditional healing is very important in the Aboriginal culture, in fact many traditional healers are now working within hospitals all across Canada. But, there are many hardships facing these healers such as; finances, conflict with hospital staff and even Aboriginals who do not value this approach (Alberta Health, 1995). What happens in one stage of a person’s life is interconnected with every other aspect of his or her life. Although many of the children who survived these above tragedies do not remember what happened or do not wish to think about it, they must try to heal and explore in order to keep on surviving. As children, there are limited options, but as an adult we have choices to overcome these hardships, whether we choose to or not is totally up to oneself. In order to survive one must follow a positive path and take the following steps into consideration: * Acknowledge that they have been hurt * They must ‘own’ these feelings of hurt and pain. * Explore and try to remember what happened to them. * Learn to share these feelings with people who care and are not judgemental. * Make choices that will help you live in a more positive lifestyle (Mussell et al. 1993). Some may say that the government succeeded in bringing down the Aboriginal peoples, but they are wrong to think that they will stay down. Many Aboriginal peoples have gone on to live happy healthy lives and will continue to teach their children these ways. But, in order for the people to survive we must help and try to live balanced lives free of racism and hate (Alberta Health, 1995). Healthy communities are our greatest resource. But there are barriers that prevent us from experiencing good health and they are often as a result of our own lifestyles. Most of us have the knowledge of how to enhance our own health but knowing does not always translate into doing. Enhancing our health may require lifestyle change and habit changes, and that is difficult. It is easier to do things that make us feel good if we have resources available and support from those around us and our community (Alberta Health, 1995, p. 68). References Royal Commission on Aboriginal Peoples. (1995). Choosing life: Special report on suicide among Aboriginal people. Ottawa, ON: Canada Communication Group. Alberta Health. (1995). Strengthening the circle: What Aboriginal Albertans say about their health. Edmonton, AB: Aboriginal Health Unit Alberta Health. Kirmayer, L. J. , Brass, G. M. , Holton, T. , Paul, K. , Simpson, C. , amp; Tait, C. (2007). Suicide among Aboriginal people in Canada. Ottawa, ON: Aboriginal Healing Foundation. Mussell, W. J. , Nicholls, W. M. , amp; Adler, M. T. (1993). Making meaning of mental health challenges in First Nations: A Freirean perspective. Chilliwack, B. C. : Sal’I’Shan Institute Society. Sinclair, R. (2011). Origins Canada: Supporting those separated by adoption; The 60’s scoop. Retrieved from http://www. originscanada. org/the-stolen-generation/ N. A. (2008, May, 16). Residential schools: A history of residential schools in Canada. Retrieved from http://www. cbc. ca/news/canada/story/2008/05/16/f-faqs-residential-schools. html Hanson, E. (2009). Sixties Scoop: The sixties scoop amp; Aboriginal child welfare. Retrieved from http://indigenousfoundations. arts. ubc. ca/home/government-policy/sixties-scoop. html How to cite Aboriginal Suicide, Papers

Aboriginal Suicide Free Essays

string(47) " You fought for bread, you fought for clothes\." Suicide and Healing: Aboriginals Overcoming the Hardships and Barriers Aboriginal peoples have had to endure many tragedies throughout history, which has affected them emotionally and mentally. It is no wonder that this group of people are amongst the highest suicide rates in Canada (Royal Commission on Aboriginal Peoples, 1995). This is a look at those tragedies and how it is tied in with suicide, also mechanisms used by Aboriginals to start the healing process. We will write a custom essay sample on Aboriginal Suicide or any similar topic only for you Order Now Definition of Suicide amongst Aboriginals Suicide and its roots in Aboriginal communities is said to be one of the many outcomes of colonialism and are matters of great concern. The impact of someone dying from suicide affects the family and the community. Many contributing factors of suicide and its attempts in both Aboriginal and non- Aboriginal are as followed: sexual abuse, family violence, solvent abuse, addictions, lack of proper leadership, deterioration of family structure, etc. Studies have shown that the rate of suicide of all age groups amongst Aboriginals is 2 to 3 times higher than compared to the rate of non-Aboriginals. When it comes to the youth it is 5 to 6 times higher. This could be due to the fact that Aboriginal communities are so close knit that when one commits suicide it causes a ripple effect. That being said we must take into consideration that, â€Å"suicide is not just a problem in itself, but the symptom of deeper problems† (Royal Commission on Aboriginal Peoples, 1995, p. 2). Residential Schools In the early 19th century the Canadian government took it upon themselves to educate and care for the Aboriginal peoples. They thought that the best way in doing so was to assimilate Aboriginals with Christian beliefs, the English language and Canadian customs. Their idea was that Aboriginals would take their adoptive lifestyle and teach it to their children, with the notion that the native traditions and practices would be diminished or completely abolished within a few generations. The Canadian government felt that children were easier to mold than an adult (N. A. , 2010). They wished to minimize the amount of contact a child had with his or her parents and elders, so Aboriginal children were forced to relocate off reserve to a boarding school. Here the children would learn how to survive in mainstream society, and forget who they were and what their culture had taught them. The schools were not geared toward academics, but sought to train them in manual labour and industrial work. These Aboriginal children were forced to live, work and learn in unsafe conditions; due to the fact that facilities were not up to par, and the cheapest of supplies were used to erect the buildings (Kirmayer et al. , 2007). The church officials used punishment to humiliate, undermine and cause pain to the children. For instance, upon arriving at the residential school the children were assigned numbers that would identify them and given severe haircuts; hair has tremendous symbolism in many Aboriginal cultures. Many of the children were sexually abused, and in most cases it did not stay closeted in the residential schools, but made its way back to the communities where the victims would then become the perpetrators (Kirmayer et al. , 2007). Indian agents saw the Aboriginals extended family living as unfit and unnatural, and sought to shape them into a ‘normal’ nuclear family. Aboriginal children were taking from their homes and placed in residential schools, which were usually located a significant distance off reserve. This made it nearly impossible for the families to visit one another. The children were allowed to write letters in order to keep in contact with their family, but the letters were looked over by the school officials to ensure no complaints were being made about their harsh treatment. This form of assimilation had a harsh impact on aboriginal community, culture and society. It also took a toll on the parenting practices amongst many of the Aboriginal peoples (Kirmayer et al. , 2007). Impacts of Residential Schools When the law that allowed government officials to take Aboriginal children out of their communities passed, the effects were tragic. Many of the surviving adults are still tremendously traumatised, that they find being a good parent and community member troublesome (Alberta Health, 1995). The amount of abuse that Aboriginal children had to endure during those dark times has been connected to the current suffering of their communities. A lot have turned to alcohol and other substances to deal with their pain; this in turn causes dysfunctional family units and communities. Many of the former students cannot speak their languages and more or less feel too ashamed to teach it to their own children. This is because the staff took it upon themselves to punish ever child who acted or spoke like an ‘Indian’. When the children returned home there was a communication failure with their elders, because they were too ashamed to speak in their language; reasons stated earlier on. Since they could not communicate to one another the opportunity to respect their elders and learn their language and culture diminished. The gap on communication also led to a rejection of their traditional values and beliefs, because the elders were the teachers of the community. While attending the school a significant amount of students were victims to sexual abuse at the hands of educators, fellow students and administrators. But, the abuse didn’t stop there the victimized students began internalizing, normalizing and even recreating the sexual abuse within their own communities. They themselves sought the power those of authority once had on them. This in turn added more dysfunction to the family ties with Aboriginal communities. The parents whose children were taken from them felt guilty, like the children blamed them for the reasons they were being taken, they no longer felt needed anymore. Some may say this is the reason many turned to alcohol and drugs (Kirmayer et al. , 2007). Jealousy and greed were taught in the schools and missions. You fought for bread, you fought for clothes. You read "Aboriginal Suicide" in category "Papers" There was no love involved. You were taken from your family and held in the missions for 10 months straight. The mothers and dads couldn’t exercise their love. Now there are lots of people, who don’t know how to raise kids, because this is what they went through, and that’s what they pass on, because that’s the only thing they know (Alberta Health, 1995, p. 9). The 60’s Scoop The term Sixties scoop refers to the adoption of Metis and First Nations children that took place during the 1960’s. The name was derived due to the fact that during that decade the number of adoptions that took place in Canada was the highest in its history, in most cases children were literally scooped up from their families and community without the consent of their parents and fellow band members. During this time government officials and social works saw the Aboriginal peoples as unfit and could not adequately provide the children with what they needed. One of the reasons they thought this was because their houses were not similar to the Euro-Canadian houses for example; children ate wild meat and bannock and rather than having their cupboards stocked full of food, Aboriginals simply hunted and gathered what was needed. Many of the Aboriginals who were affected saw the removal of their children as a deliberate act of cultural genocide (Sinclair, 2011). About 70% of the children taken from their families were placed in non-Aboriginal homes, many of these homes denied them of their heritage and culture. A vast majority of the foster families told the children they were of a different race such as Italian or French, rather than telling them where they had originally come from. A lot of the children suspected they were of Aboriginal decent, but could not confirm it. This was due to the Government policy that birth records could not be issued unless both the child and parent had given their consent. Many of the children floated from foster family to foster family and never really experienced true stability. On numerous occasions Aboriginal children went from loving, caring and well intentioned Aboriginal families; to places of slave labour and physical, sexual and emotional abuse. For, abuse of any kind was not uncommon and usually covered up, to hide just how unjust the government was (Hanson, 2009). Impacts of The 60’s Scoop Many of the children experienced marginalization, identity confusion, attachment disorders, emotional emptiness, abuse, self-hatred, racism and even substance addictions. These experiences later affected their family units and communities, because they were taught that this was right. A study done in Prince Albert penitentiary found that 95% of incarcerated Aboriginals had been in foster care as a child. Also, a vast majority of surviving children are sexually exploited or live on the streets. This tragedy was yet another blow that language and culture amongst Aboriginals peoples had to endure (Kirmayer et al. , 2007). Linking Tragedy to Suicide As stated earlier both of these tragedies have led to further cases of physical and sexual abuse, but there are links between them and the high number of suicides in Aboriginal communities as well. Studies have found hat mental illness, family breakdown and child abuse are higher in those who have experienced these tragedies than those who haven’t. Some of these mental health problems have been diagnosed as residential school syndrome or RSS, some may say that the government spends too much time trying to diagnose them rather than trying to fix the problem. Aboriginal peoples not only suffered during these times, bu t the long lasting effects still reside with them today. So, Aboriginal peoples are still suffering. In fact, these negative consequences have a substantial impact on Aboriginal families and communities. Although many have not been able to cope with their pain, some have gone on to live healthy and successful lives. The many types of abuse these children faced have been very traumatic, and studies have shown that separation from families has the severest impact on one’s mental health. Suicide itself is associated with emotional deprivation, separation of families and losses in early life. That being said, when the children were separated from their families and taken from what was familiar to them during both of these tragedies spoken of earlier, they became high risk (Kirmayer et al. 2007). There are 4 families of related factors of suicide within Aboriginal communities, they are: * Psycho-biological factors- which are the various mental disorders linked with suicide. * Life history or situational factors- which are the trauma one faces in early childhood, dysfunctional family, unable to relate or trust both peers and members of authority, absence of spiritual and religious b eliefs, imprisonment and substance abuse. * Socio-economic factors- unemployment, poverty, stability, prosperity and low class status. Culture stress- the loss of norms, values and beliefs there were originally to taught to one in their own culture (Royal Commission on Aboriginal Peoples, 1995). Aboriginal Healing Processes Every community and Aboriginal individuals are unique in their own way. But, the beliefs these communities and band members hold are quite similar. In these communities the care and love everyone has for one another is tremendous, they feel a sense of belonging within the larger universe. When looking at any issue within a community the Aboriginal peoples believe that ou can’t just look at one aspect of a person or community, but rather the total person, total community and total environment. In order for a person to be healthy they must take care of themselves as a ‘whole’. For Aboriginal peoples this means that the mind, body, soul and emoti onal spirits must all work together in order for one to be healthy. They also believe in the circle of life, that in order for the human race to progress we must follow the values of balance and harmony. Traditional healing is very important in the Aboriginal culture, in fact many traditional healers are now working within hospitals all across Canada. But, there are many hardships facing these healers such as; finances, conflict with hospital staff and even Aboriginals who do not value this approach (Alberta Health, 1995). What happens in one stage of a person’s life is interconnected with every other aspect of his or her life. Although many of the children who survived these above tragedies do not remember what happened or do not wish to think about it, they must try to heal and explore in order to keep on surviving. As children, there are limited options, but as an adult we have choices to overcome these hardships, whether we choose to or not is totally up to oneself. In order to survive one must follow a positive path and take the following steps into consideration: * Acknowledge that they have been hurt * They must ‘own’ these feelings of hurt and pain. * Explore and try to remember what happened to them. * Learn to share these feelings with people who care and are not judgemental. * Make choices that will help you live in a more positive lifestyle (Mussell et al. 1993). Some may say that the government succeeded in bringing down the Aboriginal peoples, but they are wrong to think that they will stay down. Many Aboriginal peoples have gone on to live happy healthy lives and will continue to teach their children these ways. But, in order for the people to survive we must help and try to live balanced lives free of racism and hate (Alberta Health, 1995). Healthy communities are our greatest resource. But there are barriers that prevent us from experiencing good health and they are often as a result of our own lifestyles. Most of us have the knowledge of how to enhance our own health but knowing does not always translate into doing. Enhancing our health may require lifestyle change and habit changes, and that is difficult. It is easier to do things that make us feel good if we have resources available and support from those around us and our community (Alberta Health, 1995, p. 68). References Royal Commission on Aboriginal Peoples. (1995). Choosing life: Special report on suicide among Aboriginal people. Ottawa, ON: Canada Communication Group. Alberta Health. (1995). Strengthening the circle: What Aboriginal Albertans say about their health. Edmonton, AB: Aboriginal Health Unit Alberta Health. Kirmayer, L. J. , Brass, G. M. , Holton, T. , Paul, K. , Simpson, C. , amp; Tait, C. (2007). Suicide among Aboriginal people in Canada. Ottawa, ON: Aboriginal Healing Foundation. Mussell, W. J. , Nicholls, W. M. , amp; Adler, M. T. (1993). Making meaning of mental health challenges in First Nations: A Freirean perspective. Chilliwack, B. C. : Sal’I’Shan Institute Society. Sinclair, R. (2011). Origins Canada: Supporting those separated by adoption; The 60’s scoop. Retrieved from http://www. originscanada. org/the-stolen-generation/ N. A. (2008, May, 16). Residential schools: A history of residential schools in Canada. Retrieved from http://www. cbc. ca/news/canada/story/2008/05/16/f-faqs-residential-schools. html Hanson, E. (2009). Sixties Scoop: The sixties scoop amp; Aboriginal child welfare. Retrieved from http://indigenousfoundations. arts. ubc. ca/home/government-policy/sixties-scoop. html How to cite Aboriginal Suicide, Papers

Over coming a problem free essay sample

When I was in the fourth grade Miss. Cowan had me stay after school, she said she wanted to have a talk with my mom about me not paying attention in class. I told her it wasn’t my fault, and that I tried to pay attention it was just my brain had a mind of its own. I sat just out side her class room with my head down, wondering what was wrong with me. I could hear the foot steps of my mother walking down the hall. As the foot steps got closer my heart leaped into my throat. I could feel my mom’s eyes burning a hole in the back of my head as she stood right beside me. She went into the class room, I couldn’t hear what they were talking about but it probably wasn’t good. After about an hour my mom came out side and said, â€Å"Tyler come in hear†. We will write a custom essay sample on Over coming a problem or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I stood up and slowly walked in. I sat down in a desk and both of the crowded around me; I thought I was fixing to be interrogated. However I didn’t get in big trouble like I thought I was going to. Instead Miss. Cowan started telling me the reason why my brain floats off into a distant land, involuntarily. She told me I had ADHD, which mint something about attention deficit. I really didn’t understand what he was saying, but I just noted my head so that would look like I did. She said that I would have to stay after school every day so that she could help me one on one with my homework assignments. Miss Cowan smiled at me as if to say that every thing was going to be alright. As my mom and I left the school I slowly began realize what I would have to do in order to over come my ADHD. I wouldn’t get to play football and baseball with my friend’s right after school like I usually did. Instead I would be doing my school assignments in Miss. Cowan’s r oom, every today for two hours after school. I really didn’t think staying after school was going to fix ever thing, and I was right. School work never got any easier; I always struggled to stay focused. It was still hard to do things like read books, and I could never remember what Miss. Robinson talked about in Math. However I still went to Miss. Cowan’s room every day after school. She would grade my home work, and then she would make me correct it. She would also make me do extra problems to make sure the information stuck in my brain. We worked for weeks on end, but I still had trouble doing my homework. I didn’t understand why I did all that work, because school work still wasn’t easy. Then it was time for the end of the third six weeks. As Miss. Cowan passed out the class report, I thought to myself, great hear comes another report card full of C’s. Miss. Cowan put my report card face down on my desk, she always did that when it was a bad re port card, I thought. I turned over the paper and to my amazement it was full of B’s and one A. I sat there awestruck, â€Å"how could this happen† I thought to myself. School still doesn’t come easy for me, so how can I make these kinds of grades. As I sat there in Miss. Cowan’s class I realized that I don’t have to be smart in order to make good grades, I just have to be willing to work hard enough to make good grades. It’s been years since I was in Miss. Cowan’s class, and although I have changed. The listen I learned that day still stays with me. I can do what ever I want to do if I’m willing to work hard enough.

The Devil in Massachusetts by Marion Starkey Essay Example For Students

The Devil in Massachusetts by Marion Starkey Essay Hale, meanwhile, is undergoing an internal crisis. He clearly enjoyed being called to Salem because it made him feel like an expert. His pleasure in the trials comes from his privileged position of authority with respect to defining the guilty and the innocent. However, his surprise at hearing of Rebeccas arrest and the warrant for Elizabeths arrest reveals that Hale is no longer in control of the proceedings. Power has passed into the hands of others, and as the craze spreads, Hale begins to doubt its essential justice. The revelation of Reverend Parriss greed over money and material goods that he, as a priest should have given up any thought of, must of come as another shock to him. John told him about the gold candlesticks, for twenty week he preach nothing but golden candlesticks. The golden candlesticks have not been mentioned before in the book but there are other occasions which show his greed. It also comes as another shock to him to find out that everything Abigail has envisioned was all a fai ade. John tells him, Mr Parris discovered them sportin in the woods. We will write a custom essay on The Devil in Massachusetts by Marion Starkey specifically for you for only $16.38 $13.9/page Order now They were startled and took sick. Hale was obviously deeply shocked, and the audience would notice it too as if you look down the page youll see it says: (His eyes wide): Abigail Williams told you it had naught to do with witchcraft! If the actor of Hale is a good one, he will show the audience how shocked he is to find out his new piece of information through his facial expression and his tone of voice. This scene is the turning point in the book this is when John decides to show his fury upon the court of justice, like an ocean falling upon the rocks is how he will fall upon the court. Hale realises what really is going on in the village of Salem is not witchcraft but Vengeance. John sees how much of a manipulative bitch Abigail can really be. This is the scene where everything takes a nosedive into the pit of Gehenna. Hale summed it up earlier when he said on page 58 If Rebecca Nurse be tainted, then nothings left to stop the whole green world from burning. Hales meaning was that if Rebecca was convicted of being a witch then nothing in the world would stop hell taking over earth.

Free Essays on Like Mother, Like Daughter

Like mother, like daughter When I was a little girl, my mother said I never liked to leave her side. Whenever she tried to leave, I held on to her leg and would not let go. People would comment that I looked just like her, which I took as a compliment. I admire my mom and I think she is a great role model. As the years go by, I see myself following my mother’s footsteps with what she did in life. From the interests and activities she did, to what she persued as a career, I am going to be like her. One afternoon I met with my cousin, Jhawn, and I asked him to describe me. First thing he mentioned was that I have my mother’s features. He said that my mother and I have the same smile and he once mistook me for my mom when I laughed. Our other family members said that my upper face shows a resemblence to my mom because we have the same eyes. My mom said that I have the body shape she had, for example, she was built with wider hips which I got from her. When my mom was younger, she was thin and active in sports just like I used to be. One day my mom and I went to the fabric store, picked out a few materials, and made a unique curtain for the living room. We often do little projects together like decorating the rooms or creating our own Christmas decorations. When it came to style, my cousin said I was about seven years old when I showed an interest in fashion by wearing her coat and shoes. Now that I am older, my mom and I have the same taste in clothes and often share purses. Sometimes when we go shopping together, my mom chooses my clothes because she has good taste. My mom and I both like to shop for my father and brother because they do not have the taste in style like us. Traveling is an activity I love to do. You can say that I got this from my mom also because when my brother and I were younger, our parents traveled a lot bringing us to different places. My most memorable traveling experience was going to the Philippines... Free Essays on Like Mother, Like Daughter Free Essays on Like Mother, Like Daughter Like mother, like daughter When I was a little girl, my mother said I never liked to leave her side. Whenever she tried to leave, I held on to her leg and would not let go. People would comment that I looked just like her, which I took as a compliment. I admire my mom and I think she is a great role model. As the years go by, I see myself following my mother’s footsteps with what she did in life. From the interests and activities she did, to what she persued as a career, I am going to be like her. One afternoon I met with my cousin, Jhawn, and I asked him to describe me. First thing he mentioned was that I have my mother’s features. He said that my mother and I have the same smile and he once mistook me for my mom when I laughed. Our other family members said that my upper face shows a resemblence to my mom because we have the same eyes. My mom said that I have the body shape she had, for example, she was built with wider hips which I got from her. When my mom was younger, she was thin and active in sports just like I used to be. One day my mom and I went to the fabric store, picked out a few materials, and made a unique curtain for the living room. We often do little projects together like decorating the rooms or creating our own Christmas decorations. When it came to style, my cousin said I was about seven years old when I showed an interest in fashion by wearing her coat and shoes. Now that I am older, my mom and I have the same taste in clothes and often share purses. Sometimes when we go shopping together, my mom chooses my clothes because she has good taste. My mom and I both like to shop for my father and brother because they do not have the taste in style like us. Traveling is an activity I love to do. You can say that I got this from my mom also because when my brother and I were younger, our parents traveled a lot bringing us to different places. My most memorable traveling experience was going to the Philippines...

Imagine you are a small business owner Essay Example | Topics and Well Written Essays - 1000 words

Imagine you are a small business owner - Essay Example Net margin can be calculated dividing net income by total sales. The managers of small businesses must pay close attention to the profitability of the business as well as its cash flow position. The current ratio is a good ratio to analyze small businesses because it measures the liquidity of a company. It measures the ability of the company to pay off its short term debt. A current ratio is positive if is above 1.0. The inventory turnover ratio measures how many times a company sold its inventory during a year. The desired outcome is to have a high inventory turnover rate. Three ratios that are suitable to evaluate the financial performance of a large enterprise are return on assets (ROA), return on equity (ROE), and debt to equity ratio. Return on asset measures how well assets were employed by management, while return on equity measures the extent to which financial leverage is working for or against common stockholders (Garrison & Noreen, 2003). The debt to equity ratio is calcul ated dividing total liabilities by stockholder’s equity. B) Explain the advantages and disadvantages of debt financing and why an organization would choose to issue stocks rather than bonds to generate funds. Debt financing has become an extremely popular financing tool in today’s global economy. ... â€Å"Another advantage of debt financing is that interest paid on debt reduces tax burden of the business† (Kido, 2012). Despite the advantages of debt financing it also has cons. A drawback of debt financing is that in cases of business failure lenders have first option at the liquidating assets of a firm. A second drawback of using debt financing is the obligation to pay interest to the lenders. Sometimes interest expenses of debt instrument can be very high. A third con of debt financing is that if it is excessively used it can negatively impact the credit rating of the company (Simplyfinance, 2007). C) Discuss how financial returns are related to risk. Financial returns and risk are two factors that are positively related. This means that to obtain higher rewards managers must assume greater risk. In the stock market companies that have higher risk have a greater chance of equity appreciation. Risk adverse people try to stay away from risk. Being risk conservative can hel p a company minimize the risk of financial loss. â€Å"Financial risk is the loss probability arising from adverse price fluctuations in financial markets or business partner defaults† (Codjia, 2012). When companies get too greedy they often make bad business decisions by incurring in too much risk. Firms that have higher risk tend to have higher cost of capital. When the cost of capital is high the profitability of the company is adversely affected. D) Describe the concept of beta and how it is used. The beta coefficient is a measure of an asset’s risk in relation to the market or to an alternative benchmark or factor (Thefreedictionary, 2012). The average beta coefficient of the stock market is 1.0. When the beta coefficient of a company is higher than 1.0 the stock has

Abortion Should Be Illegal Except in Cases Where Rape, Incest, or the Essay

Abortion Should Be Illegal Except in Cases Where Rape, Incest, or the Health of the Mother Is Involved - Essay Example My response to this question is in the negative. A woman’s conscience does not respond to the call of abortion normally and her heart is like the oases of love. But hard and unexpected developments relating to her health drive her to that option. During the course of a medical examination, the doctor informs the pregnant mother that the growing fetus will develop physical deformities and the child will also suffer from mental disorders. By the current standards of medical billing, even to bring up a normal child is a difficult proposition (notwithstanding the insurance reimbursements) and to take care about a physically challenged child for a middle-class family is a tough option. Psychological issues will also torment the parents of such a child. Who will look after about its welfare, when the parents are no more? Many types of deformities are incurable and the modern medical system is grappling with such issues. The child’s suffering added to the suffering of the pare nts can be prevented when the mother avails the option of abortion. Abortion, just because the parents or the mother do not want the child, should be illegal. A part of the society and some of the women activists strongly plead that abortion needs to be legalized and it must be the choice of the mother to have the child or not and her decision should be final for termination of the pregnancy. But pro-life activists are not willing to accept this stand. The unwanted child can be given for adoption after completing the legal formalities. This is a good alternative from sociological considerations. Why terminate the life before it had the chance to begin its innings? God knows what the future holds for that child. That child may be credited with sterling achievements in life. But when a woman is raped, a peculiar situation develops. Such pregnancies will not be to the liking of the woman. The legal procedures may take care of the individual who commits such a heinous crime, severe punishment may be awarded, but what can compensate the woman who goes through the process of intense suffering?     

The Horrors Of The Nuremberg Laws

The Horrors Of The Nuremberg Laws On September 15, 1935 the first two laws of the Nuremberg Laws were enacted. The laws were a clear violation of the Jewish peoples civil rights. Many of the laws imposed on the freedom of the Jewish people. These laws were enacted by a cold and cruel dictator by the name of Adolf Hitler. The Nuremberg laws were a very strict and immoral set of laws that discriminated against the Jewish people. Above all, the laws were offensive and demeaning. Adolf Hitler was born April 20, 1889 and would eventually become a terrible dictator. He wanted to go into art school, but was rejected. The person who rejected him was Jewish, and some believe that was where his hatred toward the Jewish people came from. Hitler rose to power by being elected, he did not take control by force, he was elected by the German people. Once he had control of the government, he passed the enabling act, which enabled him to make and pass any law on his own; he did not need the approval of the rest of the government.(Palma) This is what permitted the passing of the Nuremberg Laws. After passing the laws, he focused his hatred on the Jewish people and would go on to kill millions of Jews. The Nuremberg Laws were the start of the â€Å"Aryanization† of Germany. The Nuremberg Laws were offensive and demeaning to the Jewish people. The laws labeled Jews as unclean and prohibited them from marrying Aryans. The laws also prevented them from holding respectable jobs such as a Doctor, Lawyer, Professor etc. etc. The wording of the laws referred to the Jewish people as inferior. They portrayed Jews as something they were not. One of the biggest civil rights violations of the laws was their infringement on the freedom of the Jewish people. One of the first additions to the Nuremberg Laws stated that a Jewish person could not be or become a German citizen. Jewish people who were German citizens had their citizenship revoked. The Nuremberg Laws went so far as to say that Jewish families could not employ German women under forty-five years of age as housekeepers. Many of the freedoms that the general population enjoyed were taken away from the Jewish people. The SS could storm into homes and take belongings that suggested the inhabitants of the house were Jews. They were restricted from certain areas and punished if they were caught in said areas. They were also made to wear a patch that designated them as Jews. Eventually they were forced to move from their homes into the ghettos. This forced migration corralled them to make their deportation easier and more successful. The Nuremberg Laws were and are often referred to as the â€Å"Blood Laws†. This is because they were all based on the blood of the person in question. You were considered to be Jewish if you had three grandparents who were Jewish. If you only had two, you were considered mischling of the first degree. If you had only one, you were mischling of the second degree. There were however, other ways of classifying you as Jewish. If you were a part of a Jewish church when the Nuremberg Laws were issued, or joined after, you were considered Jewish. If you were married to a Jew or were the child of a marriage with a Jew that was conducted after the ban was placed, you were considered Jewish. If you were the born out of wedlock from one or two Jewish parents, you were considered Jewish. Regardless of religious affiliation, if you met any of the criteria above, you were considered a Jew. One of the many flaws with this way of thinking is that Judaism is not a race, it is a religion. The Nuremberg laws and the Holocaust could have possibly been avoided. Maybe, if he had been accepted into art school, he would have gone on to be a painter, instead of a Dictator turned mass murderer. An early Jewish revolt could have possibly ended the holocaust. Many Jews would have been killed in the process, however, it could be argued that not as many would have died overall had there been an early Jewish revolt. All things considered, the Nuremberg Laws were one of the biggest atrocities that occurred during World War II. â€Å"The Nuremberg Race Laws† Marrus, Michouel R. The Holocaust in History. New York: Penguin Books. 1987. â€Å"The Nuremberg Laws† Palma, Heather. Personal Interview April 01, 2010 â€Å"The Triumph of Hitler†

Egypt Art History Essay

The materials used to create these sculptures symbolized the pharaoh’s timelessness and eternal life, the body of the pharaohs symbolized the power given to them by God, and the formal design qualities showed the religious and political qualities in the statues. The statue of Khafre and Akhenaton reflects the political and religious climates of their time through the use of medium which symbolized the pharaoh’s eternal life and timelessness, and through formal qualities which symbolized the hidden religious meanings inside the sculpture. The seated statue of Khafre reflects the political and religious climates of his time through the statue’s medium, function, formal qualities of design, and iconography. The statue is made of diorite, an extremely valuable, un-breakable stone, which symbolizes Khafre’s unwavering power as pharaoh. Khafre’s body shows that this was how a king was supposed to be portrayed, a perfect divine being that is flawless. The intertwined lotus and papyrus plants symbolize the unification of Egypt. Horus the sky god is shown extending his protective wings to shelter the pharaoh’s head. The statue plays an important role in the afterlife, it served as a resting place for the pharaoh’s ka, his life force that accompanied him even in the afterlife. The Statue of Akhenaton showed the political and religious climate that he ruled in through the use of formal qualities, and iconography. Akhenaton’s statue was made of sandstone, different than the un-breakable stone that Khafre’s statue was made of that symbolized his divine power as king. The use of sandstone here shows the abandonment of old kingdom practices. Akhenaton’s body is extremely different and shows him as an androgynous figure attempting to portray as Aton, the sexless sun disk. This statue symbolizes the change in religion, from a polytheistic based belief, to a monotheistic religion centered on the worship of Aten, or Aton, the sun god. The statues of Khafre enthroned, and Akhenaton from the temple of Aton, reflect the political and religious climates of their time. The formal qualities of both statues represent their political stand and their religious views. Although they are very different, they are also very similar at the same time. Enthroned Khafre shows him as an idealized being with a perfect body that portrays him as a deity and shows his power as pharaoh. The statue of Akhenaton on the other hand, shows himself as a realistic being with curved hips and female like figures. Although he does not look like an idealized being like in the old kingdom, he is still portrayed as a deity trying to imitate the sexless sun God Aton. Akhenaton was able to be portrayed as a deity despite his realistic form due to his political power and his ability to change the country’s religion. The statue of Khafre and Akhenaton both reflected their political and religious climates through the statue’s medium, formal qualities, and iconography. These statues although very different, are very similar in portraying how a king was portrayed in different times and yet still looked like a deity.

Sec.22

SEC. 22. The State recognizes and promotes the rights of indigenous cultural communities within the framework of national unity and development. Rights of Indigeneous cultural communities. As used in the Constitution, the term â€Å"indigenous cultural communities† refers to non-dominant groups in our country which possess and wish to preserve ethnic, religious or linguistic traditions or characteristic markedly different from the rest of the population. Section 22 recognizes constitutionally the existence and rights of the indigenous cultural communities.It directs the State to promote their rights within the framework of national unity. Thus, the State is bound to consider the customs, traditions, beliefs and interests of indigenous cultural minorities in the formulation and implementation of State policies and programs. In a multi-ethnic society like ours, the above provision is necessary in promoting the goal of national unity and development. (see Art XVI, Sec. 12) Under provision, the government may even enact the laws especially for them taking into account their customs, traditions, beliefs and interests. H. de Leon, Phil. Constitution 2005, pp. 67-68) SEC. 23. The State shall encourage non-governmental, community-based or sectoral organizations that promote the welfare of the nation. Non-governmental, community-based or sectoral organizations The State is required to encourage these organizations because recent events have shown that, under responsible leadership, they can be active contributors to the political, social and economic growth of the country.It should refrain from any actuation that would tend to interfere or subvert the rights of these organizations which in the words of the Constitution are community-based or sectoral organizations that promote the welfare of the nation. (Ibid, p. 68) This topic is discussed at the length under Article XIII (Social Justice and Human Rights), Sections 15 and 16 which categorically state the role an d rights of people’s organizations as vehicle to enable the people to participate and intervene meaningfully and effectively in decisions which directly affect their lives. (Ibid. p. 68) SEC. 24.The State recognizes the vital role of communication and information in nation-building. Vital role of communication and information in nation-building. Communication and information, as used above, include not only print or broadcast media (radio and television) but also motion pictures, advertising, cable, telephone and telegraph. Those means of communication designed to gather and convey news or in the formation to the public are called mass media because they reach the mass of the people. (see Art. XVI, Sec. 11[1]. That they play a critical role in nation-building is very obvious. 1) Formation of an enlightened citizenry. – Mass media shape people’s thoughts and beliefs, their attitudes and values. In a country like the Philippines composed of people with diverse cul tures, they can be an effective instrument in promoting national integration and preserving Filipino values and traditions. By educating the citizenry on important public issues, they also help create a strong, vigilant and enlightened public opinion so essential to the successful operation of a republican democracy. (2) Promotion of effiency and economy in government and business. Information and communication can be used to link our geographically dispersed population an effect faster delivery of educational, medical and other public services in remote areas of the country. In any organization, ready information maximizes internal efficiency. Particularly in business, it reduces cost of production and services. (3) Development of society. – On the material side, it is difficult to imagine a progressive country, in today’s world of high-tech computers, internets, cyberspace and information highways, with antiquated ommunication and information structures. In the last few years, the world has witnessed a steady stream of a technological progress in the field. The Philippines must keep abreast of communication innovations but at the same time be selective and discriminating to insure that only those â€Å"suitable to the needs and aspirations of the nation† (Ibid. : Sec. 10) are adapted. Utilized and managed wisely and efficiently, communication and information are very useful tools for the economic, social, cultural and political development of society. (H. de Leon, Phil. Constitution, p. 9) Sec. 25. The State shall ensure the autonomy of local governments. Autonomy of local governments R. A. 7160, known as the Local Government Code, enacted on January 1, 1992 covers all matters concerning local governments and political subdivisions. Sec. 26. The state shall guarantee equal access to opportunities for public service, and prohibit political dynasties as may be defined by law. Equal access opportunities for public service This topic discuss ed under Article VI Legislative Department, Sections 4, 5, and 7 and Article X (Local Government), Section 8.Additionally: (1) Limitation of terms of office. – The provisions limiting the terms of office of elective officials (President, Vice President, Senators, Representative and local officials) enhance equal access to political opportunities although they may not completely do way with evils spawned political dynasties that proliferated in the country in the past. With his political and economic resources, an elective official can have a close kin or follower run for the latter.Hence, the need for a declaration expressly prohibiting a political dynasties. (2) Prohibition of political dynasties. – The constitutional policy on the prohibition of political dynasties expresses a national commitment to democratize election and appointment to positions in the government and eliminate a principal obstacle to â€Å"equal opportunities for public service†. It is not uncommon to have the most of the top elective positions in a province (or city) down to barangays occupied by one family and close relatives of the family members.Politicians form husband-wife teams, or father-mother, son-daughter teams and hold to elective positions for decades. The dominance of political families in the past not only kept more deserving but poor individuals from running or winning in elections; it also enabled powerful and affluent politicians to corner appointive positions for their relatives and followers as it they alone are gifted with the ability to serve the country. (3) Prohibition constitutionally mandated. The law implementing the constitutional policy shall define what constitutes political dynasties, having in mind of evils sought to be eradicated and the need to insure the widest possible base for the selection of elective government officials regardless of political, economic and social status. Note that the State is expressly mandated to prohibit â⠂¬Å"political dynasties†. Congress has no discretion on the matter except merely to spell out the meaning and scope of the term. (deLeon,2005,p. 0). Sec. 27. The State shall maintain honesty and integrity in the public service and take positive and effective measures against graft and corruption. Honesty and Integrity in public service (1) The perennial problem of graft and corruption. – In the Philippines, every new administration since the postwar period has made a pledge to eradicate graft and corruption in government. The popular perception, however, is that this baneful ill has become more rampant and sophisticated through years.To be sure, the above provision was incorporated in the Constitution because of revelations of â€Å"unprecendented magnitude† of graft and corruption allegedly perpetrated by officials in the highest circle of the government during the previous regime. (2) Ways to attack problem. – The malady of graft and corruption must be e liminated or at least minimize to a tolerable degree because of the staggering amount of public money that has been lost through it.What is needed is moral leadership by example on the part of the top officials in the government and a continuing, the public service which have considerably slowed down the socio-economic progress of our country. Having the honest Presidents with the best intentions is not enough to reduce corruption to minimal proportions. This perennial problem cannot be solve by mere empty promises and congressional inquiries, but by prosecuting without the fear or favor and putting behind bars so-called â€Å"big-fishes† found to be involve as concrete examples of the government’s determination to achieve decency in the public service.Any campaign against the scourge of society will be made more effective if accompanied by a morality crusade. (3) Need for honesty and integrity in public service. – The fulfillment of the constitutional mandate w ill go a long way in strengthening the peoples trust in the government and its leaders. It will also ensure the efficient use of the meager resources available for national development. (deLeon,2005,pp. 71-72) Sec. 28.Subject to a reasonable conditions prescribed by law, the state adopts and implements a policy of full public disclosure of all its transactions involving public interest. Full Disclosure by the State of all it’s transactions. 1. Duty of the State – Sec. 7 of the bill of rights guarantees the people’s right of information on matters of public concern and access to records pertaining to official transactions of the government. In the other hand, Sec. 28 requires the State to make public it’s transactions without demand from individual citizens.It stresses the duty of the State to release the information. 2. Transaction covered – The policy covers all State transactions involving public interests, i. e. , transactions which the people h ave a right to know particularly those involving expenditures of public funds. The law, however, may prescribed reasonable conditions for the disclosure to guard against improper or unjustified exercise of the right. The policy will not apply to records involving the security of the State or which are confidential in character. (H. de Leon, Phil. Constitution, pp. 64-72)

The Doctrine of Proprietary Estoppel Free Essay Example, 2250 words

It is quite essential to state that the set of guidelines were clearly intended to define the parameters of this equitable doctrine and indeed continued to be applied in proprietary estoppel cases long after, however more recently has been argued that it did not constitute a comprehensively applicable formula . Whilst the five probanda was clearly intended to set out an applicable and consistent framework for the applicability of the estoppel doctrine, the principles set forward in the Wilmot case were extremely similar to the constructive trust format, thereby undermining the purpose of estoppel as a form of recourse. Moreover, the ad hoc and somewhat inconsistent application of the test has arguably rendered proprietary estoppel a loose cannon . For example, in the case of Crabb v Ann District Council, the defendant owned two plots of land, with only one having access to the road. When he sold this plot of land he assured the buyer orally that access to the road would be grante d, however, he failed to reserve the right to access when selling the other plot. The court commented that in order to satisfy the equity several years earlier they would have ordered the plaintiff to pay something for the easement which they were recognising .We will write a custom essay sample on The Doctrine of Proprietary Estoppel or any topic specifically for you Only $17.96 $11.86/page Alternatively, Scarman relied upon the Willmott v Barber probanda and as such, the council was estopped from asserting their legal rights. Nevertheless, the divergence in judicial justification for ultimately reaching the same decision clearly begs the question as to whether proprietary estoppel is, in fact, a doctrine or a patchwork quilt of various ideas applied on a case by case basis.